I just ask that you give me credit for any reuse of the material. All of the work is the copyrighted product of CTL. If you would like to reproduce for any purpose please contact us for permission.
CMCL the Collaborative Model for Content Literacy is the whole school literacy program developed by the Collaborative for Teaching and Learning. I work for CTL implementing this program in several different projects. This isn't a sales pitch but if you want more information contact me at the above email.
Writing in Math Wiki- A start to some of my thinking about writing in math, a review of a writing in math book, and a source of some good ideas.
Below are the initial thoughts about this workshop. We shared through the wiki, as I try to do with many of the presentations that I do with other teachers and coaches.
Workshop on Entry:
Estimate the solution to two of the situations, show your work, NO CALCULATORS,
Be prepared to share how you found your answer: 15% tip on a bill of $32.65 10% discount on $452.63 40% increase in output of 2.5 tons 55% decrease in 12 sq. yards of material
Overview of 6 sub-domains of literacy:
Vocabulary Development Reading Comprehension Writing to Learn
Ways of representing math content- NAGS
Number
Algorithm
Graph
Sentences
Writing for Publication
WRITING to DEMONSTRATE LEARNING
Audience: teacher/assessor
Purpose: to show knowledge of content, concepts, or process
WRITING for PUBLICATION (pieces suitable for the writing portfolio assessment)
Audience: someone other than the teacher
Purpose: to accomplish a “real-world” task/objective
Fluency
Academic Dialogue
Reading in a Math Class:
Three different graphs with questions given to participants
-Write 3 Key Observations about the graph that you chose
-Like graphs break into small groups to share
-Pair with another graph to compare/contrast your findings
-Reflect whole group about the triangle activity (process here not content)
Hours Spent Playing Video Games
Wildfire fighting in the West
Population on the Move
Discussion of Recommendations from national organizations:NCTM, Reading Next & National Math Panel
Instructional programs from pre-kindergarten through grade 12 should enable all students to—
(Principals and Standards for School Mathematics, NCTM, 2000, p. 60)
To Build Adolescent Literacy Skills:
Embed effective instructional principles into content learning
Apply motivating and self-directed learning strategies
Provide direct strategy instruction
Engage students in collaborative work around rigorous material and concepts
Use diverse texts
Implement an intensive cross-disciplinary writing approach
Provide extended time and opportunities for literacy work
Engage in professional development that is long-term and ongoing
Work in teams to plan for strategy use
Apply technology as a learning and literacy tool
Gather evidence about student skills, both formative and summative and respond to that evidence through appropriate instruction
Provide strategic intervention for those students who have specific learning difficulties
(Reading Next, Alliance for Excellent Education, 2004)
National Mathematics Advisory Panel
Scientific Knowledge on Learning and Cognition Needs to be Applied to the Classroom to Improve Student Achievement
The curriculum must simultaneously develop conceptual understanding, computational fluency, factual knowledge and problem solving skills.
Limitations in the ability to keep many things in mind (working-memory) can hinder mathematics performance.
Practice can offset this through automatic recall, which results in less information to keep in mind and frees attention for new aspects of material at hand.
Learning is most effective when practice is combined with instruction on related concepts.
Conceptual understanding promotes transfer of learning to new problems and better long-term retention.
Effective practice includes:
Explicit methods of instruction available on a regular basis
Clear problem solving models
Carefully orchestrated examples/ sequences of examples.
Concrete objects to understand abstract representations and notation.
Participatory thinking aloud by students and teachers.
(Foundations for Success, National Mathematics Advisory Panel, 2008)
Discussion of Routines & Structures in Math Classes
In small group discuss different routines that teachers might observe
Discuss how to support those routines through coaching
So You're a literacy coach, what about the math department?
Presenters:Danna Green
danna.green@jessamine.kyschools.us
David Cook
david.cook@pike.kyschools.us
Roland O'Daniel
rodaniel@ctlonline.org
Below are the initial thoughts about this workshop. We shared through the wiki, as I try to do with many of the presentations that I do with other teachers and coaches.
Workshop on Entry:
Estimate the solution to two of the situations, show your work, NO CALCULATORS,Be prepared to share how you found your answer:
15% tip on a bill of $32.65
10% discount on $452.63
40% increase in output of 2.5 tons
55% decrease in 12 sq. yards of material
Overview of 6 sub-domains of literacy:
Vocabulary DevelopmentReading Comprehension
Writing to Learn
Writing for Publication
- WRITING to DEMONSTRATE LEARNING
- Audience: teacher/assessor
- Purpose: to show knowledge of content, concepts, or process
- WRITING for PUBLICATION (pieces suitable for the writing portfolio assessment)
- Audience: someone other than the teacher
- Purpose: to accomplish a “real-world” task/objective
FluencyAcademic Dialogue
Reading in a Math Class:
Three different graphs with questions given to participants-Write 3 Key Observations about the graph that you chose
-Like graphs break into small groups to share
-Pair with another graph to compare/contrast your findings
-Reflect whole group about the triangle activity (process here not content)
Hours Spent Playing Video Games
Wildfire fighting in the West
Population on the Move
Discussion of Recommendations from national organizations:NCTM, Reading Next & National Math Panel
Instructional programs from pre-kindergarten through grade 12 should enable all students to—
(Principals and Standards for School Mathematics, NCTM, 2000, p. 60)
To Build Adolescent Literacy Skills:
(Reading Next, Alliance for Excellent Education, 2004)
National Mathematics Advisory Panel
- Scientific Knowledge on Learning and Cognition Needs to be Applied to the Classroom to Improve Student Achievement
- The curriculum must simultaneously develop conceptual understanding, computational fluency, factual knowledge and problem solving skills.
- Limitations in the ability to keep many things in mind (working-memory) can hinder mathematics performance.
- Practice can offset this through automatic recall, which results in less information to keep in mind and frees attention for new aspects of material at hand.
- Learning is most effective when practice is combined with instruction on related concepts.
- Conceptual understanding promotes transfer of learning to new problems and better long-term retention.
Effective practice includes:- Explicit methods of instruction available on a regular basis
- Clear problem solving models
- Carefully orchestrated examples/ sequences of examples.
- Concrete objects to understand abstract representations and notation.
- Participatory thinking aloud by students and teachers.
(Foundations for Success, National Mathematics Advisory Panel, 2008)Discussion of Routines & Structures in Math Classes
In small group discuss different routines that teachers might observe
Discuss how to support those routines through coaching
Danna shares how she supports